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dc.contributor.authorRoss, Mitchellen_US
dc.contributor.authorGrace, Debraen_US
dc.date.accessioned2017-05-03T12:57:32Z
dc.date.available2017-05-03T12:57:32Z
dc.date.issued2012en_US
dc.date.modified2013-06-03T03:54:49Z
dc.identifier.issn0263-4503en_US
dc.identifier.doi10.1108/02634501211231865en_US
dc.identifier.urihttp://hdl.handle.net/10072/47091
dc.description.abstractPurpose - While marketing research in the context of educational institutions continues to grow, little is known about the strategic choices associated with international student recruitment (ISR), an important activity that, increasingly, has significant influence on the longevity and prosperity of education institutions in many countries. This study addresses a deficit in the marketing/education literature by using the Value Discipline Strategy (VDS) typology as an appropriate framework upon which to investigate and expand our knowledge of international student recruitment (ISR) strategies operating in educational institutions. Design/methodology/approach - The research design comprised two stages involving both qualitative and quantitative methods. Participants were ISR practitioners in the secondary school and university sectors across two countries, i.e. Australia and New Zealand. Phase 1 involved in-depth interviews with ISR marketing practitioners across educational sectors, while Phase 2 involved the use of an online survey to a larger sample of ISR marketing practitioners. Findings - While the use of the VDS typology was found to be appropriate in the education sector, it was incomplete. This led to the proposal of a fourth strategy the authors label as entrenched isolation (Phase 1). Phase 2 results identified strategy commonalities and some important differences across sectors and countries. Research limitations/implications - From a theoretical perspective, the implications of this study are important as the findings lead to an expansion of the VDS typology. Practical implications - From a practical perspective, ISR practitioners are provided with a valuable tool to identify the ISR marketing strategy in their institution and, furthermore, implement strategic change that can be effectively measured. Originality/value - The contribution of the research is threefold. Firstly, the authors extend marketing strategy theory through the expanded VDS model. Secondly, the authors identify and validate strategies adopted by ISR departments across two countries and, finally, the authors validate the use of the self-typing paragraph method as an appropriate mechanism for strategy identification.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent247250 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherEmerald Group Publishingen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom402en_US
dc.relation.ispartofpageto417en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalMarketing Intelligence and Planningen_US
dc.relation.ispartofvolume30en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchMarketing Management (incl. Strategy and Customer Relations)en_US
dc.subject.fieldofresearchcode150503en_US
dc.titleAn exploration and extension of the Value Discipline Strategy (VDS) typology in educational institutionsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Business School, Department of Marketingen_US
gro.rights.copyrightCopyright 2012 Emerald. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2012
gro.hasfulltextFull Text


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